CFP for Pedagogy Blog

Andrea Riley-Mukavetz

CFP for constellations: a cultural rhetorics publishing space, Pedagogy Blog

I’m excited to share that I will take over as Editor of the constellations’ Pedagogy Blog. Since the inaugural 2014 Cultural Rhetorics Conference and the creation of the Cultural Rhetorics Consortium, I have been invested in creating a space for cultural rhetoricians to share knowledge–to form relationships with each other.

The constellations pedagogy blog is a curated space dedicated to short form discussions about pedagogy and cultural rhetorics. It explores pedagogical questions, ideas, practices, calls to action, and rants related to cultural rhetorics. Cultural rhetorics pedagogy engages with many different strands of inquiry, including critical race theory, Indigenous studies, disability studies, feminist theory, and more, bringing them together in a move identified by Powell et al. (2014) as constellating. The pedagogy blog is interested in publishing short pieces that explore these themes, working toward responses to questions such as: What is the cultural importance of teaching–and where, and how, and by whom? How do teachers and teaching shape cultural rhetorics? What cultural practices do teachers invoke and perform when they teach? What is the value of teaching for those who study cultural rhetorics? How does cultural rhetorics pedagogy navigate and embody constellating strands of rhetorical inquiry How do we prepare future generations of cultural rhetorics teachers and scholars? This would include offering tips and suggestions for navigating professional spaces, the job market, and building curriculum. What does cultural rhetorics pedagogy look like in the K-12 systems, tribal education spaces, and non-academic learning spaces? This is a story about cultural rhetorics pedagogy: I started dreaming about ribbon skirts a few months ago. For those who don’t know, a ribbon skirt is an article of clothing worn by American Indian women and sometimes Two-Spirit people. Every tribal nation has their own approach to this skirt and tribally-specific teachings. For the Anishinaabek, our skirts tell a story about women’s connection to the land and our roles and responsibilities to our communities as caregivers, providers, and protectors. I felt a deep desire to start making ribbon skirts. Initially, I wanted to do it on my own but I failed. We aren’t supposed to learn or make in isolation. Instead, I needed to take myself to a sewing class and remember what it felt like to be challenged and empowered by my peers and teacher. I needed to show my mistakes to the native women in my communities to hear their wisdom, what they learned from their own mistakes, and encouragement. Now, I have a handful of invitations from cousins and aunties to come and make ribbon skirts. What I yearned for was to make a ribbon skirt within community. As I write this, I’m thinking about all the skirts I want to make for people–to thank them for teaching and loving me. I’ve always seen a connection between learning and teaching. Both are embodied, collaborative, consensual, and challenging experiences that excite and scare me–that remind me of my role in the world. I share this story because it reflects my commitment to and understanding of cultural rhetorics. I hope that this Pedagogy blog becomes a space for cultural rhetorics practitioners to share stories of teaching. I’ve always known cultural rhetorics to be relational, personal, pedagogical, material, and embodied. Cultural rhetorics takes place in place to tell stories about our communities–our relationship to knowledge and power. I share this story because I like to remind myself, again and again, that to write about pedagogy is to write about learning. Info here on submissions: The pedagogy blog is reviewed by the blog’s editor Andrea Riley Mukavetz and the editorial team. Send queries or pedagogy blog submissions to and express interest in having the work be for the blog. Please limit submissions to no more than 1,000 words.